Since differences in traits between organisms are due to the differences in DNA, students will learn about the appearance of DNA within this lesson. As a warm-up, the students will be presented with a picture of Kobe Bryant dunking a basketball. I will ask the students why I cannot dunk the basketball. Using their prior knowledge, the students will drill down to genetics as the reason for this difference. I will then present the students with a sequence of questions about the building blocks of DNA on the white board. The students will research these questions, and volunteers will write the answer on the white board. Students will learn and be able to explain that DNA multiple sequences of phosphate units, nitrogen containing bases, and deoxyribose. The students will research additional questions I ask them by viewing a video about the structure of DNA. After viewing the video, the students will be able to answer questions about the shape and structure of DNA. The students will be able answer questions about base-pairings within DNA. After the watching the video, volunteers will write the answers to the questions on the board. To obtain a better understanding of base-pairings and the structure of DNA, the students will act out the structure of DNA by representing a phosphate unit, deoxyribose, and a specific base.
RI LS1-2:
Students demonstrate an understanding of the molecular basis of heredity by describing the DNA structure and relating the DNA sequence to the genetic code. National Science Education Standard
(Content Standard A; 9-12): All students should develop abilities necessary to do scientific inquiry and understandings about scientific inquiry.
(Content Standard C; 9-12): All students should develop an understanding of molecular basis of heredity. Rhode Island Beginning Teacher Standards 2
Teachers create Learning Experiences that reflect an understanding of central concepts and tools of inquiry of the disciplines they teach. Teachers use a variety of explanations and multiple representations of concepts, including analogies, metaphors, and demonstrations and illustrations that help students develop conceptual understanding
Depth of Knowledge
Webb level 1 - recall of fact, term or procedure.
Webb level 2 - skill and concept (explain the relationship between fact and term)
Prior Knowledge
Using their prior knowledge from the previous semester, the students will be able to tell me that DNA is a type of nucleic acid that contains genetic information (see opening step 2).
Differential Instruction
In addition to the handout for homework, I will ask the students to answer two of three additional questions from the book that apply the information they have learned in the lesson into real world application.
I will have a peer teacher to help assist me with the students who find base-pairings within DNA a challenging concept.
Through lecture, videos, student engagement and acting out the structure of DNA, I am using tactile, auditory, and visual modalities of learning.
Accommodations and Modifications
I have three students who have illegible handwriting; they are allowed to write their notes in a laptop.
I have three students who have trouble focusing; they have been seated in the front row, and I do not have any wall posters and any other possible distractions facing these students.
If there is a student who was not able to obtain all of the notes, a photocopy of the completed notes is available for review
Environment
The students are sitting at tables which are facing the teacher. There are six tables with four students at each table.
Materials Needed
I will need a video that describes the structure of DNA (video), which students will use to answer questions.
It will take the full hour and a half block period.
Objectives
After the lesson, the students will be able to
Describe the different building blocks of DNA (artifact = written response in notebook after viewing video; acting out the structure of DNA)
Explain that a nitrogen-containing base connects to another base to form the steps of the DNA ladder (artifact = written response in notebook after viewing video; acting out the structure of DNA)
Explain that a base in DNA has a specific base partner (artifact = written response in notebook after viewing video; acting out the structure of DNA)
Opening
1) As I am taking attendance, they will see a picture of Kobe Bryant on the smart board and subsequently will see the following questions: "Why is my hair not curly like Kobe's hair. Why can't I play basketball like Kobe? (Answer - Based on the students prior knowledge, the questions will allow students to begin thinking about Kobe's mother and father and then drill down to the answer -differences in these traits are due to genetics and specifically DNA). As I take attendance, the students will sit down and answer these questions in their notebook. This journal entry will be followed by a quick dialogue about the answer to the questions.
2) Based on what we learned about macromolecules from the previous semester, what type of molecule is DNA? (Answer - DNA is a nucleic acid). What type of information is in DNA (Answer - genetic information). Today we are going to be able to explain the question: what is genetic information in DNA?
3) I will inform the students orally that differences in characteristics (questions from step 1) are rooted in the organism's DNA within the cell. As you learned last semester,DNA is a nucleic acid. DNA houses the information that tells specific cells what to do (example - color of hair). Since DNA houses all the genetic information we have, today's lesson will focus on what DNA looks like by understanding the building blocks of DNA. At the end of the lesson, you will be able to describe the building blocks of DNA by acting it out in teams. I will write this objective on the board.
Engagement
Part 1
1) To start thinking about the surrounding environment of DNA, I will ask the students: In our cells, where is DNA found (Answer- nucleus and mitochondira).
2) I will ask the students the following questions by presenting the following slides on the smart board so the students can see the questions.
I will tell the students to answer every question in their notebook because they will be able to use their notebook on an upcoming quiz. I will be evaluating the responses in the notebook during the second to last lesson of the unit. If students have notebooks that are complete with correct responses, they will be given extra points on the upcoming test. If the notebooks do not have correct answers to questions, they will not achieve extra points on the test. They will use their book to answer the following questions: What is a chromosome? (Answer - It is the structure that houses DNA). What is a Gene? (Answer- It is the basic physical and functional unit of heredity, composed of DNA). What is DNA? (Answer - It is the hereditary information in humans). I will move around the class and evaluate the students' progress in answering the questions in the notebook. I will get the students engaged by having various student volunteers write the answer to each question on the whiteboard. I present the following picture and summarize how each of these components fit into the big picture of the cell (Pic).
3) So what does a DNA molecule look like? I will ask the students the following question orally, which they will answer using their prior knowledge: In order to get onto the roof of a house, what do you need? (Answer - A ladder.) I will inform the students orally that a DNA molecule looks like a ladder, but instead of being straight, the ladder is a spiral. I will then put up a picture of a DNA molecule on the smart board, which the students will view. (Pic)
4) I will ask the students the following questions by presenting a slide on the smart board (see engagement part 1, step 2) so they can see the questions. Working with their peers at their table, they will use their book to answer the following questions in their notebook: What are the three different building blocks of a DNA? (Answer - Deoxyribose, Phosphate Unit, Nitrogen-containing base). How many different nitrogen-containing bases are in DNA? (Answer - four). What are the four nitrogen-containing bases (Answer - Adeneine, Guanine, Thymine, and Cytosine). The students will answer these questions on an incomplete graphic organizer. Once the students have answered the questions, I will present the completed organizers on the smart board.
I will reinforce the answers in the notebooks by presenting the following picture to the students (Pic) Part 2
1) Since they know the building blocks of DNA, the students will now be able to explain how these building blocks form the structure of DNA. I will have the students write down the following questions into their notebook. Subsequently, I will have the students view a quick video on the DNA structure that will help the students answer the following questions (see video in materials needed section above): What are the steps within the spiral ladder of DNA? (Answer - nitrogen-containing bases). What forms the sides (backbone) of the DNA ladder? (repeating sequences of deoxyribose bound to a phosphate unit). What is bound to each deoxyribose within the DNA backbone? (Phosphate Units and a Nitrogen-Containing Base). Each nitrogen-containing base from one side of the ladder is connected to a specific nitrogen-containing base from the other side of the ladder; What base does Adenine connect to? (Answer - Thymine) What base does Cytosine connect to? (Guanine). What is a nucleotide? (A deoxyribose bound to a phosphate unit and a specific base). What name describes the shape of the spiral DNA molecule (answer double-helix).
2) After the students finish watching the video, I will engage the students by having various student volunteers write the answer to each question on the white board.
Part 3
1) I will then ask the students to break up into two teams.
2) Based on the building blocks and structure of DNA that they have just learned, I will instruct the students to use the information in their notebook to create a molecule of DNA by acting it out. (Example: someone will be adenine, phosphate, etc).The participants of each team will work together to create a product of DNA.
3) Each team has a quarter of an hour to understand the different roles in DNA (based on the information from the video, lecture, book, and pictures), to designate roles within the team, and have time to rehearse their acting.
4) As both teams are rehearsing the the structure of DNA, I will ask each student if they have any questions about their particular role in the structure of DNA. If they do have questions, I will help the student by using the student's notebook as a resource to help him/her.
5) I will determine the first team to act out the structure of DNA by flipping a penny (heads/tails). After giving the teams time to rehearse, I will ask one of the teams to stop rehearsing and act out the structure of DNA in the far corner of the class. The second team can start working on the handout for homework. Based on the information within the engagement (parts 1 and 2), I will ask each student in the team the following questions as thee team collectively acts out the structure of DNA: What specific building block are you?What is your role in DNA?What are you connected to in DNA?
6) In this activity, I will evaluate the students' understanding of the building blocks of DNA by evaluating each team's representation of DNA. Through acting out the structure of DNA, I expect the students to explain that the building blocks of DNA are a phosphate unit, deoxyribose, and a nitrogen-containing base. The students will also need to explain that each base in DNA binds to a specific base (see objectives above). If the team does not correctly act out the the molecule of DNA, I will guide the team by asking appropriate questions based on the information in the engagement (parts 1 and 2).
Closing
When the students are at their desk, I will conclude by asking the students orally the following question: What are the building blocks of DNA? (Answer- DNA entails multiple sequences of deoxyribose, bases, and phosphate units, which are the building blocks)
I will ask the students: What is the role of a nitrogen-containing base in the structure of DNA? (Answer- the base connects to another specific base and forms the steps of the DNA ladder; adenine connects with thymine and guanine connects with cytosine).
The handout, which I gave to the students in the engagement part three, is a double-helix representation of DNA. The student is required to label the different parts of DNA, including appropriate base pairs, based on what the arrow is pointing to.
I will collect this handout at the beginning of the next period.
Assessment
Formative questions in the opening
Completed questions in the notebook (while viewing the video) which will be collected at the second to last lesson of this unit for evaluation
Acting out the structure of DNA to evaluate understanding of DNA base pairing (rubric to be added in near future).
DNA Handout for homework (handout and rubric to be added in near future)
Title: The Information Superhighway of the Cell
Course: Biology
Context
Since differences in traits between organisms are due to the differences in DNA, students will learn about the appearance of DNA within this lesson. As a warm-up, the students will be presented with a picture of Kobe Bryant dunking a basketball. I will ask the students why I cannot dunk the basketball. Using their prior knowledge, the students will drill down to genetics as the reason for this difference. I will then present the students with a sequence of questions about the building blocks of DNA on the white board. The students will research these questions, and volunteers will write the answer on the white board. Students will learn and be able to explain that DNA multiple sequences of phosphate units, nitrogen containing bases, and deoxyribose. The students will research additional questions I ask them by viewing a video about the structure of DNA. After viewing the video, the students will be able to answer questions about the shape and structure of DNA. The students will be able answer questions about base-pairings within DNA. After the watching the video, volunteers will write the answers to the questions on the board. To obtain a better understanding of base-pairings and the structure of DNA, the students will act out the structure of DNA by representing a phosphate unit, deoxyribose, and a specific base.Standard
RI LS1-2:Students demonstrate an understanding of the molecular basis of heredity by describing the DNA structure and relating the DNA sequence to the genetic code.
National Science Education Standard
(Content Standard A; 9-12): All students should develop abilities necessary to do scientific inquiry and understandings about scientific inquiry.
(Content Standard C; 9-12): All students should develop an understanding of molecular basis of heredity.
Rhode Island Beginning Teacher Standards 2
Teachers create Learning Experiences that reflect an understanding of central concepts and tools of inquiry of the disciplines they teach. Teachers use a variety of explanations and multiple representations of concepts, including analogies, metaphors, and demonstrations and illustrations that help students develop conceptual understanding
Depth of Knowledge
Prior Knowledge
Differential Instruction
Accommodations and Modifications
Environment
Materials Needed
Time Required
Objectives
After the lesson, the students will be able toOpening
1) As I am taking attendance, they will see a picture of Kobe Bryant on the smart board and subsequently will see the following questions: "Why is my hair not curly like Kobe's hair. Why can't I play basketball like Kobe? (Answer - Based on the students prior knowledge, the questions will allow students to begin thinking about Kobe's mother and father and then drill down to the answer -differences in these traits are due to genetics and specifically DNA). As I take attendance, the students will sit down and answer these questions in their notebook. This journal entry will be followed by a quick dialogue about the answer to the questions.
2) Based on what we learned about macromolecules from the previous semester, what type of molecule is DNA? (Answer - DNA is a nucleic acid). What type of information is in DNA (Answer - genetic information). Today we are going to be able to explain the question: what is genetic information in DNA?
3) I will inform the students orally that differences in characteristics (questions from step 1) are rooted in the organism's DNA within the cell. As you learned last semester, DNA is a nucleic acid. DNA houses the information that tells specific cells what to do (example - color of hair). Since DNA houses all the genetic information we have, today's lesson will focus on what DNA looks like by understanding the building blocks of DNA. At the end of the lesson, you will be able to describe the building blocks of DNA by acting it out in teams. I will write this objective on the board.
Engagement
Part 1
1) To start thinking about the surrounding environment of DNA, I will ask the students: In our cells, where is DNA found (Answer- nucleus and mitochondira).
2) I will ask the students the following questions by presenting the following slides on the smart board so the students can see the questions.
3) So what does a DNA molecule look like? I will ask the students the following question orally, which they will answer using their prior knowledge: In order to get onto the roof of a house, what do you need? (Answer - A ladder.) I will inform the students orally that a DNA molecule looks like a ladder, but instead of being straight, the ladder is a spiral. I will then put up a picture of a DNA molecule on the smart board, which the students will view. (Pic)
4) I will ask the students the following questions by presenting a slide on the smart board (see engagement part 1, step 2) so they can see the questions. Working with their peers at their table, they will use their book to answer the following questions in their notebook: What are the three different building blocks of a DNA? (Answer - Deoxyribose, Phosphate Unit, Nitrogen-containing base). How many different nitrogen-containing bases are in DNA? (Answer - four). What are the four nitrogen-containing bases (Answer - Adeneine, Guanine, Thymine, and Cytosine). The students will answer these questions on an incomplete graphic organizer. Once the students have answered the questions, I will present the completed organizers on the smart board.
Part 2
1) Since they know the building blocks of DNA, the students will now be able to explain how these building blocks form the structure of DNA. I will have the students write down the following questions into their notebook. Subsequently, I will have the students view a quick video on the DNA structure that will help the students answer the following questions (see video in materials needed section above): What are the steps within the spiral ladder of DNA? (Answer - nitrogen-containing bases). What forms the sides (backbone) of the DNA ladder? (repeating sequences of deoxyribose bound to a phosphate unit). What is bound to each deoxyribose within the DNA backbone? (Phosphate Units and a Nitrogen-Containing Base). Each nitrogen-containing base from one side of the ladder is connected to a specific nitrogen-containing base from the other side of the ladder; What base does Adenine connect to? (Answer - Thymine) What base does Cytosine connect to? (Guanine). What is a nucleotide? (A deoxyribose bound to a phosphate unit and a specific base). What name describes the shape of the spiral DNA molecule (answer double-helix).
2) After the students finish watching the video, I will engage the students by having various student volunteers write the answer to each question on the white board.
Part 3
1) I will then ask the students to break up into two teams.
2) Based on the building blocks and structure of DNA that they have just learned, I will instruct the students to use the information in their notebook to create a molecule of DNA by acting it out. (Example: someone will be adenine, phosphate, etc).The participants of each team will work together to create a product of DNA.
3) Each team has a quarter of an hour to understand the different roles in DNA (based on the information from the video, lecture, book, and pictures), to designate roles within the team, and have time to rehearse their acting.
4) As both teams are rehearsing the the structure of DNA, I will ask each student if they have any questions about their particular role in the structure of DNA. If they do have questions, I will help the student by using the student's notebook as a resource to help him/her.
5) I will determine the first team to act out the structure of DNA by flipping a penny (heads/tails). After giving the teams time to rehearse, I will ask one of the teams to stop rehearsing and act out the structure of DNA in the far corner of the class. The second team can start working on the handout for homework. Based on the information within the engagement (parts 1 and 2), I will ask each student in the team the following questions as thee team collectively acts out the structure of DNA: What specific building block are you? What is your role in DNA? What are you connected to in DNA?
6) In this activity, I will evaluate the students' understanding of the building blocks of DNA by evaluating each team's representation of DNA. Through acting out the structure of DNA, I expect the students to explain that the building blocks of DNA are a phosphate unit, deoxyribose, and a nitrogen-containing base. The students will also need to explain that each base in DNA binds to a specific base (see objectives above). If the team does not correctly act out the the molecule of DNA, I will guide the team by asking appropriate questions based on the information in the engagement (parts 1 and 2).
Closing
Assessment